education policy analysis archives

EPAA/AAPE is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place. EPAA/AAPE publishes issues comprised of empirical articles, commentaries, and special issues at roughly weekly intervals, all of which pertain to educational policy, with direct implications for educational policy.

Timothy Marc PearsonWyoming Survey & Analysis Center at the University of Wyoming United States

Timothy Pearson came to the evaluation field following a career as an elementary school teacher. He currently teaches methodology courses to graduate students at the University of Northern Colorado and works as an assistant research scientist at the University of Wyoming Survey & Analysis Center. His research interests include educational policy, prevention and STEM education.

Jennifer R. WolgemuthUniversity of South Florida United States

Jennifer Wolgemuth is an Assistant Professor of Measurement, Evaluation, and Research. Her research focuses on the ethics of social science research. She studies the unintended and messy outcomes of research, including its personal and social impacts on researchers, participants, and those who shepherd research evidence into policy and practice.

Soria E. ColomerUniversity of South Florida United States

Soria Elizabeth Colomer is an Assistant Professor in the Department of Teaching and Learning. Her research explores the negotiation of language and culture in schooling communities. In particular, she considers how educators’ perceptions, ethnic identities, and linguistic skills impact their roles in schools with growing emergent bilingual student populations.